102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents

Original Lesson Plan………………………………………………………………………....2

Lesson Plan Analysis……………………………………………………………………..….5
Modify Lesson Plan...……………………………………………………………………....7
Academic Justification……………………………………………………………………12
References…………….……………………………………………………………………….15
Learning Portfolio Web Link…..………………………………………………………16

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 Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

Materials for students: 100mm clear

plastic test tubes, test tube lid or
cork, test tube rack, water at 10oC,
salt, sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C, correct chemical and physical
equations for both salt water and
sugar water.

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): Different The students will: C. Describe the effects of
types of chemical reactions are • Explain how factors, eg temperature and
used to produce a range of dissolving salt catalysts, on the rate of
products and can occur at different and sugar into some common chemical
rates and involve energy transfer water will affect reactions (New South
(New South Wales. Board of the freezing point Wales. Board of Studies,
Studies, 2012). depression of 2012).
water.
• Predict the SCLS-4WS: Asks questions
freezing points of that can be tested and
the water makes predictions (New
solutions South Wales. Board of
containing either Studies, 2012).
salt or sugar and
which will freeze
first.
• Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
they engage in
critically thinking
about the topic.

2
 • Display the ability
to formulate
equations of salt
dissolved in water
and sugar
dissolved in
water.
• Explain the
differences
between a
physical and
chemical
reactions.

Time Teaching and learning actions

5 min
Start the classroom with a brain storm to draw out students current understanding and knowledge of
freezing points and common chemical reactions.

Ask the question “Ok class what come to mind when you think about the word freeze?

Write the word freeze on the board with a circle around it.

Ask how is relates to the topic chemical world.

Guide their thoughts to the lessons focus without influencing there the responses.

By asking:
How does something freeze?
Why it freezes?
What happens when something freezes?

5 min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and
sugar water.

Explain safety procedures of the experiment before commences.

10
min Assign students into groups. 4-5 students per group. Give the students roles within the group: timer
(keeps track of the time), recorder (writes down results), handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).

Explain what to do in the practical and to fellow the methods sheet that was handed out.

Ask the students to make their predictions on what will happen to the three solutions before and during
the practical. Predict the aim of the experiment, if students are confused or haven’t identified the correct
aim help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.

After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.

Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I have a
box of elements and compounds of the water, salt and sugar

3
 Ask if the students know the common names of elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents water?”

Instruct the student to predict what is happening to all three solutions using the foam spheres.

20 Discussion and evaluation of the practical.

min
Prepare a table for the combined results of the all class. Have the recorder of each group write down their
result on the table.

Discuss the predictions and errors from each group and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment the
student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of
water is reduced using the foam spheres.

Video representation of why salt reduces the freezing point of water with similarities to the foam models
(only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the video with the experiment the student preformed and demonstration with the
class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Knowledge is deep as the main focus is addressed through multiple key ideas
5 and concepts, consistently evaluating and broadening the information taught throughout
the lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: It is evident that the lesson provides deep understanding as most students are
5 involved in discussions, arguments, informative explanation through engaging in the lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Knowledge is consistently constructed throughout the lesson, encouraging the
5 students to give multiple perspectives and to continue to explore their knowledge openly.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students demonstrate a sound higher-order thinking as the students regularly
5 engage in discussions, argument, experimental activities and explanations that further
evaluate their perspective from the beginning of the lesson. However, the class is scaffolded
and may lead to linear end result.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: High use of metalanguage. The lesson is emphasised around particular words
5 and concepts that is proceeded throughout the main focus. Assistance is distributed to
those who need help and guidance in the right direction.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Communication is well presented in the lesson. Students are regularly engaged
5 in classroom discussions with sustained interaction between the teacher-student more than
half the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Limited to no explicit statements are made regarding the quality of the work
5 that should be met. It’s clear that the educator states procedural standards rather than
quality of the worked produced from the students. However, assumptions are made as the
workload is quite heavy therefore some sort of quality would need to be met.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are highly engaged in discussions, experimental activities, explanation
5 and evaluation held the lesson. Students are involved heavily, almost at all times.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Some students may participate in challenging work although the lesson is
5 heavily focused on the structure and scaffolded system the educator has presented. The
occurrence of challenging work may only be seen within the experimentation.

5
 2.4 Social support
1 – 2 – 3 – 4 – Comments: Social support is presented heavily in the lesson. Students are given clear
5 instructions and directions. Students engage in group activities; class discussions and
assistance are also offered if needed.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: The lesson is heavily scaffolded suggesting that the students show limited to no
5 autonomy. However, students may show initiative through discussion and predictions. No
confirmation of student behavioural management.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Straight forward scaffolding lesson designed by the educator indicates that the
5 students follow a set of instructions that does not show student directions.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students’ background knowledge is mentioned on several occasions in which is
5 connected to the main focus of the lesson, with some connections that isn’t within school
grounds also.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: No evidence of recognition of cultural knowledge that is presented in the lesson.
5 Only informative knowledge relating to ‘freezing’ is given in the lesson scaffolded by the
educator.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Multiple connections are made within the lesson. Consistent connections of
5 knowledge are integrated and referred to in other topics and key learning areas.

3.4 Inclusivity
1–2–3–4– Comments: Students are encouraged to engage in open discussions, predict possible
5 outcomes within the experimental work and communicate with the teacher, allocated
groups and other students.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: limited to no evidence is clear that the students are able to connect and apply
5 the lesson into areas outside of school. In saying this, there is a link provided that offers
some justification on how the lesson can be implemented out-side of the school premise.

3.6 Narrative
1–2–3–4– Comments: No narratives are presented in the lesson. Only a link that leads to a Youtube
5 URL that offers some sort of narrative aspect that abbreviates on the melting ice
approaches.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Narrative 2) Connectedness
3) Student Direction 4) Students’ self-regulations

6
 Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages: 74 - 176

Temperature, freezing points, melting
points and Chemical reactions.
Date: 13/03/2018 Location Booked: Lesson Number: /

Time: 60 minutes Total Number of students Printing/preparation

30
Materials for students: 100mm clear
plastic test tubes, test tube lid or
cork, test tube rack, water at 10oC
and -100C, salt, sugar, sand, periodic
table, freezer, teaspoon., marker,
timer, foam spheres of different sizes
and colours to represent the
elements: Na, Cl and H2O. Small
wooden sticks to represent
connections for the elements and
compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C and -100C, correct chemical
and physical equations for both salt
water, sugar water and sand water.

Additional Resources: print out

resource papers to give to students
that relates to freezing and melting
substances that can be referenced to
the experiment and the main focus of
this lesson planner.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment: The students will: C. Describe the effects of
• Explain how factors, eg temperature and
Chemical World 4 (CW4): Different • Informative dissolving salt catalysts, on the rate of
types of chemical reactions are assessment some common chemical
and sugar into
through reading
used to produce a range of water will affect reactions (New South
sources and
products and can occur at different discussion the freezing point Wales. Board of Studies,
rates and involve energy transfer • Questioning the depression of 2012).
(New South Wales. Board of students before water.
Studies, 2012). Evaluating each activity • Predict the SCLS-4WS: Asks questions
begin to ensure freezing points of that can be tested and
Science 4 – 4 working scientifically they have been the water makes predictions (New
(SC4-4WS): students identify the engaging, contain solutions South Wales. Board of
main focus with related key knowledge and Studies, 2012).
containing either
understanding of
concepts. Shows that they can salt or sugar and
the lesson at each
perform Research, experimental stage. which will freeze
testings and prediction through • In-depth first.
their knowledge (reference: questioning • Predict the
Syllabus). during the melting points of

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 procedural of the the water
Science 4 – 6 working scientifically experiments solutions
(SC4-6WS): Informative analysis containing either
through experimental testings and how can we learn salt, sugar or
from the
resources. Gathering data from the experiment and
sand and which
experiment and analysing the data factor it in a real- will melt first.
individually and collaboratively in life event? • Demonstrate the
groups (reference: Syllabus). • For students who ability to record
have finished and analysis the
Science 4 – chemical world 17 earlier than data collected
(SC4-17CW): using the scientific others. Give them from the
knowledge and understanding of another experiments as
CW4 and the relation of how it is component to
they engage in
test the theory or
used in everyday life events critically thinking
change
(reference: Syllabus). experiment if about the topic.
they desire. • Display the ability
• Discuss how this to formulate
can be relevant to equations of salt
day-to-day events dissolved in water
and sugar
dissolved in
water.
• Explain the
differences
between a
physical and
chemical
reactions.
• Display the
knowledge gain
of being able to
relate it into real
life events

Time Teaching and learning actions

5 min
Start the classroom with a brain storm to draw out students current understanding and knowledge of
freezing points and common chemical reactions.

Ask the question “Ok class what come to mind when you think about the word freeze?

Write the word freeze on the board with a circle around it.

Ask how is relates to the topic chemical world.

Next to it write the word melt on the board with a circle around it.

Ask how it relates to the topic chemical world.

Guide their thoughts to the lessons focus without influencing there the responses.

By asking:
How does something freeze?
Why it freezes?
What happens when something freezes?

How does something melt?

Why it melts?

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 What happens when something melts?

20 Provide the students with the printed-out resources (each being differently) and get the students to
min highlight the important scientific knowledge on freezing substances and milting substances.

This can be collaborated in groups or individually.

Discuss with the classroom in response to what knowledge that obtained from the reading material and
relate it back to the what, how and why theory.

Using the what, how and why theory, ask the students how these reading materials and their knowledge
can be implemented into real-life situation. Give example e.g. greenhouse gases to begin the initial
discussion.
5 min Explain to the class the aim of the today lesson will be organised into two different experiments. the
freezing points of water, salt water and sugar water. The melting point of ice, salt ice and sugar ice.

Ensure that the students are aware they have the choice to choose between the two experiments as time
is limited to perform both experiments.

Explain safety procedures of the experiment, the list of apparatus, the correct use of the apparatuses,
health and safety clothing, hazard signs are to be identified and discussed with the class before
commences the chosen experiment.

10
min Assign students into groups. 4-5 students per group. Give the students roles within the group: timer
(keeps track of the time), recorder (writes down results), handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).

Experiment 1: freezing point

Explain what to do in the practical and to fellow the methods sheet that was handed out.

Ask the students to make their predictions on what will happen to one of the three solutions chosen
before and during the practical. Predict the aim of the experiment, if students are confused or haven’t
identified the correct aim help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.

After the students record the results for the practical introduce the boxes foam spheres representing the
elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.

Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I have a
box of elements and compounds of the water, salt, sugar and sand

Ask if the students know the common names of elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents water?”

Instruct the student to predict what is happening to all three solutions using the foam spheres.

9
 Experiment 2: melting point (the reverse role of the first experiment)

Experiment 2 follows the same procedure as experiment one. Instead of freezing, the role has reverse to a
melting point observation.

Discussion and evaluation of the practicals.

20
min Assess the students by continually asking question that may help or challenge them to think of possibilities
of what to expect in the outcome of the practical experiment.

Prepare a table for the combined results of the all class. Have the recorder of each group write down their
result on the table.

Discuss the predictions and errors from each group and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment the
student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of
water is reduced using the foam spheres.

Video representation of why salt reduces the freezing point of water with similarities to the foam models
(only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the two experiments to one another and suggest similarities and analyse the
differences that occurred during the tests.

Discuss and compare the video with the 2 experiments the student preformed and demonstration with
the class.

Discuss and relate the 2 experiments back to the reading materials. Discuss the similarities and differences
between the two. This can be done for the video link and reading material also.

Lastly, discuss in further detail that is gained throughout the lesson on how it can be used in a day-to-day
life or real-life events.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

10
11
Academic Justification
Analysing the original lesson plan demonstrates a well collaborated lesson that encourages
students to be more engaging and learn through multiple procedures and strengths that is to be
presented in the class. However, the lesson plan is heavily scaffolded which suggests that the
lesson itself is linear with all discussion and results to have the same outcome regardless. This
allows scope and improvements to be made by adjusting four critical factors highlighted in the
Quality Teaching (QT) model analysis with respect to the Australian Professional Standards
for Teachers (AITSL, 2017). The four QT factors that will be justified are narrative,
connectedness, student direction and students’ self-regulations.

The original lesson plan is well thought out with conducting an engaging environment through
class discussion, group activities and practical evaluation. However, the lesson plan is limited
to introducing narrative aspects in the class to further extend the students’ knowledge that could
possibly lead into engaging in higher-order thinking skills. Howard states (2015) that “for
student to be more actively engaged. Students need to read, write, discuss and problem solve”.
While half of these qualities were already introduced in the original format. It is clear that
modification can be made to further improve the program by integrating narrative features such
as articles, case studies and personal stories to deepen students understanding. Achieving this,
a variety of case studies and articles will be distributed to the students to further strengthen
their knowledge and understanding in which helps to relate the findings in the classroom, both
in a theory and practical sense.

The use of connectedness is limited to no relevance in the lesson plan that suggested any
relation to real life events. Having no relevance to the real-life contexts, students are more
likely to be less engaged in the lesson as the students cannot find a link of interest that can be
used outside of school premise. Hopwood, Lundholm and Rickison (2009) states that
“motivation is a crucial factor of learning in the classroom through several dimensions
including personal interest, utility value, and importance. These cater to the relevance of both
the present and the future (career) selves”. From this prospective, it is encouraged to have
connectedness to real-life contexts or problems that could be related to the students themselves.
This has been achieved through correlation with the narrative section. Given students reading
sources that factor in real-life context or proposal can alter the students thinking process.

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Therefore, class discussions before and after the experiment will highlight the content learnt
and how it’s relevance can be connected to everyday and real-life events.

In reference to the NSW quality teaching model (Department of Education and Training
Professional Support and Curriculum Directorate, 2003) another improvement was made in the
element of student direction. As mention previously, the original format of the lesson plan was
heavily scaffolded in which the students follow a set procedure throughout the whole lesson.
This marginalises the parameters and outcomes in a way that theoretically displays the same
end result for every student. This linear structure of classroom management (standard 4.2)
abides to a format that restricts student direction in which they cannot integrate their own
learning approaches, given optional activities to choose from and the time spent on each
activity within the lesson. Davis (2017) states that “strict classroom management was
suggested to be the root of student learning in early twentieth century. Since then, self-
discipline has become a major focus so that students are able to direct their own learning,
allowing them to engage in a productive learning environment”. This was addressed by
constructing another experiment into the lesson (only one being optional) allowing the students
to choose a component in the lesson to observe the outcome of either experiment the student
decides to participate in.

The final major modification made to the original lesson plan is the aimed of implementing
students’ self-regulation in the lesson. As stated before, the original lesson plan is heavily
scaffolded on a set of instruction which therefore limits the students’ autonomy and initiation
within the lesson. Goss and Sonnemann (2017) highlights that “the teacher ambitions should
not cater for a quite classroom, but a productive class instead. The aim in creating an
environment not only for learning purposes. To teach attitude and behaviour skills such as self-
monitoring and self-evaluation to enhance learning and success later in life”. The modification
made throughout the lesson plan has supported for students’ self-regulation through applying
narrative, connectedness and student direction elements into the lesson. This allows for student
autonomy and initiation to be integrated in the class in which will encourage the students to be
more engaging throughout the whole lesson that are modified and parts that were kept.

Modifying the original lesson plan based on four QT elements derived from the analysis. It
allows critical evaluation to be made from an individual perspective and what can be modified.

13
Regardless of the fact that only a limited of areas are improved. Further analysis and
modification can continue to improve this lesson plan.

14
Reference:
Australian Institute for Teaching and School Leadership. (2017). Australian professional
standards for teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Davis, j. (2017). A new way of thinking about classroom management. In J. Davis (Ed.1st),
Classroom management in teacher’s education programs (pp. 86). New Jersey, USA: Palgrave
Macmillen imprint.

Department of Education and Training Professional Support and Curriculum Directorate.

(2003). A classroom practice guide. Retrieved from https://app.education.nsw.gov.au/quality-
teaching-rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Goss & Sonnemann. (2017). Engaging students: Creating classrooms that improve learning.
Retrieved from https://grattan.edu.au/wp-content/uploads/2017/02/Engaging-students-
creating-classrooms-that-improve-learning.pdf

Hopwood, N. Lundholm, C. & Rickinson, M. (2009). The importance of relevance. In N.

Hopwood, C. Lundholm & M. Rickinson (Ed.), Environmental learning: Insights from
research into the student experience (pp. 40 – 41). NY, US: Springer science & Business
media.

Howard, J. (2015). Benefits of engaging students in discussion. In J. Howard (Ed.), Discussion

in college classroom: Getting your students engaged in person and online (pp. 4-7). San
Francisco, CA: John Wiley & Sons.

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Learning Portfolio Web Link:

Weebly Link: https://djingles.weebly.com/

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